This particular lesson plan contains five days worth of activities that pertains to the history of World War I. The history contains the political events that led up to WWI, the events that took place during the war, and the various immediate and long-lasting effects that it had on the various nations, it's people, technology, and the world.
Sunshine State Standards:
SS.912.W.6.6: Analyze the causes and effects of imperialism.
SS.912.W.7.1: Analyze the causes of World War I including the formation of European alliances and the roles of imperialism, nationalism, and militarism.
SS.912.W.7.2: Describe the changing nature of warfare during World War I.
SS.912.W.7.3: Summarize significant effects of World War I.
How this lesson applies the ASSURE Model:
A: Analyze your learners:
The general characteristics of my 9th grade classroom would be 14-15 year olds that are comprised of both males and females. There would be a wide mix of White, Latino, and African American students as well. Most students would typically be of middle socioeconomic status with little or no mental, physical, or emotional problems. Since this will be an History class, the students will be expected to have some sort of knowledge of history. Basically, this class will engage students in a more verbal and visual manner, since the material comes from primary sources and discussions. In other words, students in the classroom will be engaged verbally and will observe pieces of history. Essentially students will be expected to have an engaging attitude to the material.
Students will also be expected to have a prior knowledge by reading particular sections of textbook before the start of every week, some sort of digital background with the basics like Word, PowerPoint, ect.
S: State you Objectives
Students should be able to list all main ideas of the text book with 90% accuracy, using the textbook.
Students should be able to score at least 95% or higher after watching both videos on BrainPOP.
Students should be able to list major, significant battles, and immerse themselves in these battles, and their details of World War One with 80% accuracy.
Students should be able to provide 3-5 arguments whether for or against the implementation of poison gas during World War I, based on historical information and visual evidence with 85% accuracy.
Students should be able to list the effects that World War I had on the world, based on historical evidence and various sources with 75% accuracy
Students will be able to identify the cause and effects that World War I had on the League of Nations based on the information provided by BrainPOP with 90% accuracy.
S: Select Media and Material
Media: Internet, MS PowerPoint, MS Word, MovieMaker, PhotoStory, Classroom Wiki, Paper, Pens, Notepad and iTunes.
The Internet will be used to access the various sites that the students need (i.e. YouTube), and it will be used for students to access our Wiki where students will be able to read and watch educational material.
PowerPoint will be utilized for creating a notes based on the material provided by the textbook or the Internet. The PowerPoint could be later used possibly for a study guide.
PhotoStory or MovieMaker will be used for students to design their own digital timeline.
Students will utilize microphones and iTunes to create a podcast, which can immerse the students as their own primary source.
Students will work on their own individual computers to access the Internet and various Internet sites.
The Wiki will provide a central hub for students to access all the lesson plans for the semester and keep them up to date with or without the instructor.
While in class, all students will be able to see the material presented by the projector and projector screen.
Students will be able to use MS Word or paper and pens to write their ideas down.
R: Require Learner Participation
All students are required to participate each day in all activities, since there is a participation grade. At the start of class each day, the students will log on to their computer and access our Wiki page. The Wiki page will show the students what activities are required that particular day.
Day One: Students will go into groups that were earlier assigned, and review the content that should have been reviewed over the weekend. With that particular knowledge, the groups will create a time line with MovieMaker and PhotoStory.
Day Two: Students will read various sources on the Internet, and create a podcast as a journalist and report on a particular battle that occured during World War I. Students will be able to immerse themselves in the details of the battle.
Day Three: Students will create a PowerPoint based on the material read in the previous weekend, and the students will be able to utilize this PowerPoint possibly for the exam.
Day Four: Students will be required to watch two videos from BrainPOP based on WWI and the League of Nations. Students will gain a deeper appreciation, and knowledge of this history. Students after viewing, will write a two page cause and effect paper that shows the relationship between WWI and the League of Nations.
Day Five: Students will be required to watch two videos and read an article based on the implementation of poison gas on the battlefield. After viewing the material, students will have a deeper understanding of this new tactic. They will respond with a well informed reflective response and then respond to other student's reactions.
E: Evaluate and Revise
Day One: Students will be evaluated by their finished digital time line. It will be a group grade, but if participation conflicts arrise, there will be individual grades applied.
Day Two: Students will be evaluated on their podcast based on how informative and engaging it is. Students will also be graded on their participation by responding to other students' podcasts.
Day Three: Students will be graded on the quality of the PowerPoint, if everyone manages to turn their PowerPoint, then it can be used for the test.
Day Four: Students will be graded on how well the perform on both quizzes, and their essay will be evaluated to see if the students comprehend the respective concept.
Day Five: Students will be graded on their response in the Wiki and their responses on the to other student responses.
Bloom's Taxonomy and Sunshine State Standards applied to Student Activities
Day One: Students create a time line on the causes and effects of WWI. Level: Application, Produce, Construct. (SS.912.W.6.6, SS.912.W.7.1, SS.912.W.7.3)
Day Two: Students create a podcast based on infamous WWI battles. Level: Application, Produce, Construct. (SS.912.W.7.2)
Day Three: Students create a PowerPoint based on the main points of the textbook. Level: Knowledge - Recite, Write. Application - Produce, Construct. (SS.912.W.7.2)
Day Four: Students watch BrainPOP videos, where students are quizzed at the end. Then students must write a cause and effect paper between WWI and the League of Nations. Level: Analysis - Examine, Analyze, Conclusion, Compare. Knowledge - Write, Select. (SS.912.W.7.1)
Day Five: Students will read and watch videos about implementing poison gas in WWI. Students will use the Wiki page to respond and react to other students responses. Level: Analysis - Analyze, Compare, Debate. Evaluation - Assess, Judge, Critique. (SS.912.W.7.1)
Grading Rubric
Grading Criteria
5
10
15
20
Digital Time Line
There is little or no effort in the time line. There are missing transitions, voice-over, and various media. The length is less than two minutes or the concept is too simple. There is also no important details addressed.
The project shows a minimal amount of transitions or various media. There are 2 or less used. There are design flaws and there are only 1 or 2 major points addressed.
The project shows at least 4 transitions and various media. The time limit is met, but the presentation is not too smooth. Only 3 points are addressed.
The project shows a mastery of the technology, and all criteria has been met. The time limit is met and all the transitions and various media is included. All the points are addressed.
Podcast
The student shows little or no effort in the podcast. There is little or no information on the battles. The student responded to one or less of the other student podcasts.
The student's podcast covered only one point of the five. The student responded to only 2-3 student podcasts.
The student's podcast covered only 2 points of the five. The student responded to only 4 student podcasts.
The student's podcast covered 3 or more of the points of the five. There is some dramatic flair, and the student responded to five or more student podcasts.
PowerPoint Notes
The major points aren't
covered at all.
There are major spelling errors.
The notes are especially incomplete.
The major points of the
PowerPoint are barely covered.
There are some spelling errors.
The notes only covers at the most, only 1-2 major points are mentioned, or if there's less than 5 slides.
Most of the major points are mentioned.
There are barely any spelling errors.
There are 3-4 major points are identified.
There are only 6-9 slides.
All major points are addressed, and there
are 10 slides at least.
There is little or no
spelling errors.
BrainPOP Quiz
The quizzes were completed with a 65% or lower.
The quizzes were completed with a score between
66% and 75%.
The quizzes were completed with a score between 76% and 85%.
The quizzes were completed with a score of 86% or higher.
BrainPOP Paper
The student shows minimal comprehension on the relation between WWI and the League of Nations. There are major spelling errors.
There are no comparisons supported with historical facts, only opinions are mentioned.
Student shows a basic grasp on the relation between WWI and the LON. There are some spelling errors.
Only a few historical sources were used to support the comparison.
Student showed an average grasp on the cause and effect between the two.
There are barely any spelling errors. The student has an average approach to the historical sources.
The student shows mastery on the cause and effect of WWI and the LON. There are little or no spelling errors.
The student easily uses historical sources and evidence to support the cause and effect between the the two.
Wiki Response
The student had many spelling errors in their response, and had no responses for their fellow student.
The student had some spelling errors in their response. Their response shows a minimal comprehension of the subject material, or showed little or no historical support. The student also only responded to only one other student.
The student had little or no spelling errors in their response. Their response shows an average comprehension of the subject material, but showed some historical support for their opinion. The student responded or one or two students.
The student had no spelling errors in their response. Their response showed a mastery of the subject material, by basing their opinion on factual historical sources. The student responded to two or more students.
Participation
Student showed the most
minimal effort of participation,
completing at the most only one
project.
Student showed a
below average satisfactory
level of participation. 2-3
projects are completed.
Student showed an
average level of participation
by completing at least 4 projects.
Student also gives meaningful and
insightful responses in the Wikis.
Student showed a very satsifactory
level of participation in the classroom
by completing all projects for the week.
Student also showed a mastery of
comprehension in responding to other
classmate Wiki responses.
World War I : The Great War
Subject: 9th Grade World History
This particular lesson plan contains five days worth of activities that pertains to the history of World War I. The history contains the political events that led up to WWI, the events that took place during the war, and the various immediate and long-lasting effects that it had on the various nations, it's people, technology, and the world.Sunshine State Standards:
SS.912.W.6.6: Analyze the causes and effects of imperialism.
SS.912.W.7.1: Analyze the causes of World War I including the formation of European alliances and the roles of imperialism, nationalism, and militarism.SS.912.W.7.2: Describe the changing nature of warfare during World War I.
SS.912.W.7.3: Summarize significant effects of World War I.
How this lesson applies the ASSURE Model:
A: Analyze your learners:
S: State you Objectives
S: Select Media and Material
U: Utilize Media and Material
R: Require Learner Participation
E: Evaluate and Revise
Bloom's Taxonomy and Sunshine State Standards applied to Student Activities
Grading Rubric
Criteria
Notes
covered at all.
There are major spelling errors.
The notes are especially incomplete.
PowerPoint are barely covered.
There are some spelling errors.
The notes only covers at the most, only 1-2 major points are mentioned, or if there's less than 5 slides.
There are barely any spelling errors.
There are 3-4 major points are identified.
There are only 6-9 slides.
are 10 slides at least.
There is little or no
spelling errors.
66% and 75%.
There are no comparisons supported with historical facts, only opinions are mentioned.
Only a few historical sources were used to support the comparison.
There are barely any spelling errors. The student has an average approach to the historical sources.
The student easily uses historical sources and evidence to support the cause and effect between the the two.
minimal effort of participation,
completing at the most only one
project.
below average satisfactory
level of participation. 2-3
projects are completed.
average level of participation
by completing at least 4 projects.
Student also gives meaningful and
insightful responses in the Wikis.
level of participation in the classroom
by completing all projects for the week.
Student also showed a mastery of
comprehension in responding to other
classmate Wiki responses.